Secondary school transition for students with special educational needs in Ireland

References

• Ashton, R. 2008. “Improving the Transfer to Secondary School: How Every Child’s Voice Can Matter.” Support for Learning 23 (4): 176–182. doi:10.1111/sufl.2008.23.issue-4.
   Google Scholar
• Bafumo, M. E. 2006. “What Matters in the Middle. Teaching PreK-8.” Teaching PreK-8 37 (3): 10–12.
   Google Scholar
• Banks, J., S. McCoy, and D. Frawley. 2017. “One of the Gang? Peer Relations among Students with Special Educational Needs in Irish Mainstream Primary Schools.” European Journal of Special Needs Education. doi:10.1080/08856257.2017.1327397.
   Web of Science ®Google Scholar
• Bark, C., and G. Brooks. 2016. “How Can Children with Mild Literacy Difficulties Be Supported at the Transition to Secondary School? A Small-Scale Quasi Experimental Study.” British Journal of Special Education 43 (4): 373–393. doi:10.1111/bjsp.2016.43.issue-4.
   Web of Science ®Google Scholar
• Barnes-Holmes, Y., G. Scanlon, D. Desmond, M. Shevlin, and N. Vahey. 2013. A Study of Transition from Primary to Post-Primary School for Pupils with Special Educational Needs. Trim: NCSE.
   Google Scholar
• Boyd, P. 2005. “Primary-Secondary Transition: An Introduction to the Issues.” TES Scotland Continuing Professional Development in Education. Paisley, Scotland: Hodder and Gibson.
   Google Scholar
• Bronfenbrenner, U., and P. A. Morris. 2006. “The Bioecological Model of Human Development.” In Handbook of Child Psychology, Vol. 1: Theoretical Models of Human Development, edited by W. Damon and R. M. Lerner, 793–828. New York: John Wiley.
   Google Scholar
• Buckroyd, J., and B. Flitton. 2004. “The Measurement of Self-Concept in Children with Complex Needs.” Emotional and Behavioural Difficulties 9: 131–139. doi:10.1177/1363275204045733.
   Google Scholar
• Coffey, A. 2013. “Relationships: The Key to Successful Transition from Primary to Secondary School?” Improving Schools 16 (3): 261–271. doi:10.1177/1365480213505181.
   Google Scholar
• Cosgrove, J., C. McKeown, J. Travers, Z. Lysaght, O. Ní Bhroin, and P. Archer. 2014. Educational Experiences and Outcomes for Children with Special Educational Needs, A Secondary Analysis of Data from the Growing up in Ireland Study. Trim: NCSE.
   Google Scholar
• de Ruiter, C., and M. van Ijzendoorn. 1993. “Attachment and Cognition.” International Journal of Educational Research 19: 525–540. doi:10.1016/0883-0355(93)90001-Z.
   Google Scholar
• Department of Education and Skills. 2017. Guidelines for Primary Schools: Supporting Pupils with Special Educational Needs in Mainstream Primary Schools. Dublin: Department of Education and Skills. https://www.education.ie/en/The-Education-System/Special-Education/Guidelines-for-Primary-Schools-Supporting-Pupils-with-Special-Educational-Needs-in-Mainstream-Schools.pdf.
   Google Scholar
• Doyle, A., C. McGuckin, and C. Shevlin. 2017. “‘Close the Door on Your Way Out’: Parent Perspectives on Supported Transition Planning for Young People with Special Educational Needs and Disabilities in Ireland.” Journal of Research in Special Educational Needs 17 (4): 274–281. doi:10.1111/1471-3802.12385.
   Web of Science ®Google Scholar
• European Agency for Development in Special Needs Education. 2003. Thematic Education. Brussels: EADSNE.
   Google Scholar
• Evangelou, M., B. Taggart, K. Sylva, M. Melhuish, P. Sammons, and I. Siraj-Blatchford. 2008. Effective Pre-School, Primary and Post-Primary Education 3-14 Project. What Makes a Successful Transition from Primary to Post-Primary School? London: HMSO.
   Google Scholar
• Forgan, J. W., and S. Vaughn. 2000. “Adolescents with and without LD Make the Transition to Middle School.” Journal of Learning Disabilities 33 (1): 33–43. doi:10.1177/002221940003300107.
   PubMed Web of Science ®Google Scholar
• Graham, L., and R. Slee. 2008. “An Illusory Interiority: Interrogating the Discourse/S of Inclusion.” Educational Philosophy and Theory 40: 278–293. doi:10.1111/j.1469-5812.2007.00331.x.
   Google Scholar
• Greene, S., J. Williams, R. Layte, E. Doyle, E. Harris, C. McCrory, A. Murray, et al. 2010. Growing up in Ireland National Longitudinal Study of Children: Background and Conceptual Framework. Dublin: Office of the Minister for Children and Youth Affairs. https://www.esri.ie/pubs/BKMNEXT257.pdf.
   Google Scholar
• Hannan, D. F., E. Smyth, J. McCullagh, R. O’Leary, and D. McMahon. 1996. Coeducation and Gender Equality: Exam Performance, Stress and Personal Development. Dublin: Oak Tree Press/ESRI.
   Google Scholar
• Hargreaves, L., and M. Galton. 2002. Transfer from the Primary Classroom 20 Years On. London: Routledge Falmer.
   Google Scholar
• Hughes, L. A., P. Banks, and M. M. Terras. 2013. “Secondary School Transition for Children with Special Educational Needs: A Literature Review.” Support for Learning 28: 24–34. doi:10.1111/sufl.2013.28.issue-1.
   Google Scholar
• Humphrey, N., and W. Symes. 2010. “Perceptions of Social Support and Experience of Bullying among Pupils with Autistic Spectrum Disorders in Mainstream Secondary Schools.” European Journal of Special Needs Education 25 (1): 77–91. doi:10.1080/08856250903450855.
   Google Scholar
• Jindal-Snape, D., and D. J. Miller. 2008. “A Challenge of Living? Understanding the Psycho-Social Processes of the Child during Primary-Secondary Transition through Resilience and Self-Esteem Theories.” Educational Psychology Review 20: 217–236. doi:10.1007/s10648-008-9074-7.
   Web of Science ®Google Scholar
• Kelley, M. L. 2004. Review of the Piers-Harris Children’s Self-Concept Scale: The Way I Feel about Myself. Mental Measurements Yearbook Database, 16. London: Ohio University.
   Google Scholar
• Laible, D. J., and R. A. Thompson. 2000. “Mother-Child Discourse in Two Contexts: Links with Child Termperament, Attachment Security and Socioemotional Competence.” Developmental Psychology 40(6): 979–992.
   Web of Science ®Google Scholar
• Lewis, J. D., and H. V. Knight. 2007. “Self-Concept in Gifted Youth: An Investigation Employing the Piers-Harris Subscales.” Gifted Child Quarterly 51: 359–381.
   Web of Science ®Google Scholar
• Loreman, T., C. Forlin, D. Chamber, U. Sharma, and J. Deppeler. 2014. “Conceptualising and Measuring Inclusive Education.” In Measuring Inclusive Education, edited by C. Forlin and T. Loreman, 3–17. Bingley: Emerald.
   Google Scholar
• Makin, C., V. Hill, and E. Pellicano. 2017. “The Primary-To-Secondary School Transition for Children on the Autism Spectrum: A Multi-Informant Mixed-Methods Study.” Autism & Developmental Language Impairments 2: 1–18. doi:10.1177/2396941516684834.
   Google Scholar
• Maras, P., and E. Aveling. 2006. “Students with Special Educational Needs: Transitions from Primary to Secondary School.” British Journal of Special Education 33: 196–203. doi:10.1111/j.1467-8578.2006.00439.x.
   Google Scholar
• McCauley, E. 2010. “Transition from Primary to Post-Primary School: What the Post-Primary Teachers Saw!” REACH Journal of Special Needs Education in Ireland 23 (2): 67–80.
   Google Scholar
• McCoy, S., J. Banks and M. Shevlin. 2016. “Insights into the Prevalence of Special Educational Needs.” Chapter 8, In Cherishing All the Children Equally? Ireland 100 Years on from the Rising, edited by J. Williams, 153–174. Cork: Oak Tree Press.
   Google Scholar
• McCoy, S., A. Quail, and E. Smyth. 2014. “The Effects of School Social Mix: Unpacking the Differences.” Irish Educational Studies 33 (3): 307–330. doi:10.1080/03323315.2014.955746.
   Web of Science ®Google Scholar
• McCoy, S., B. Maître, D. Watson, and J. Banks. 2016. “The Role of Parental Expectations in Understanding Social and Academic Well-Being among Children with Disabilities in Ireland.” European Journal of Special Needs Education 31: 4. doi:10.1080/08856257.2016.1199607.
   Web of Science ®Google Scholar
• McCoy, S., E. Smyth, D. Watson, and M. Darmody. 2014. Leaving School in Ireland: A Longitudinal Study of Post-School Transitions. Dublin: ESRI Research Series Number 36.
   Google Scholar
• McCoy, S., and J. Banks. 2012. “Simply Academic? Why Children with Special Educational Needs Don’t like School.” European Journal of Special Needs Education 27 (1): 81–97. doi:10.1080/08856257.2011.640487.
   Web of Science ®Google Scholar
• McCoy, S., J. Banks, D. Frawley, D. Watson, M. Shevlin, and F. Smyth. 2014. Understanding Special Class Provision in Ireland. Trim/Dublin: National Council for Special Education/The Economic and Social Research Institute.
   Google Scholar
• McCoy, S., J. Banks, and M. Shevlin. 2012. “School Matters: How Context Influences the Identification of Different Types of Special Educational Needs.” Irish Educational Studies 32 (2): 119–138. doi:10.1080/03323315.2012.669568.
   Web of Science ®Google Scholar
• McNerney, C., V. Hill, and E. Pellicano. 2015. “Choosing a Secondary School for Young People on the Autism Spectrum: A Multi-Informant Study.” International Journal of Inclusive Education 19 (10): 1096–1116. doi:10.1080/13603116.2015.1037869.
   Web of Science ®Google Scholar
• Meijer, C., and A. Watkins. 2016. “Changing Conceptions of Inclusion Underpinning Education Policy.” In Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap, edited by A. Watkins and C. Meijer, 1–16. Bingley: Emerald.
   Google Scholar
• Midgley, C., H. Feldlaufer, and J. Eccles. 1989. “Student/Teacher Relations and Attitudes toward Mathematics before and after the Transition to Junior High School.” Child Development 60 (4): 981–992.
   PubMed Web of Science ®Google Scholar
• Morningstar, M. E., K. A. Shogren, L. Hyunjoo, and K. Born. 2015. “Preliminary Lessons about Supporting Participation and Learning in Inclusive Classrooms.” Research and Practice for Persons with Severe Disabilities 40 (3): 192–210. doi:10.1177/1540796915594158.
   Web of Science ®Google Scholar
• Myklebust, J. O. 2002. “Inclusion or Exclusion? Transitions among Special Needs Students in Upper Secondary Education in Norway.” European Journal of Special Needs Education 17 (3): 251–263. doi:10.1080/08856250210162158.
   Google Scholar
• Piers, E. V., D. B. Harris, and D. S. Herzberg. 2002. Piers-Harris Self-Concept Scale. Los Angeles, CA: Western Psychological Services.
   Google Scholar
• Robertson, K., B. Chamberlain, and C. Kasari. 2003. “General Education Teachers’ Relationships with Included Students with Autism.” Journal of Autism and Developmental Disorders 33: 123–130. doi:10.1023/A:1022979108096.
   PubMed Web of Science ®Google Scholar
• Rose, R., M. Shevlin, E. Winter, and P. O’Raw. 2016. Project IRIS – Inclusive Research in Irish Schools: A Longitudinal Study of the Experiences of and Outcomes for Pupils with Special Educational Needs in Irish Schools. Trim: NCSE.
   Google Scholar
• Scanlon, G., Y. Barnes-Holmes, C. McEnteggart, D. Desmond, and N. Vahey. 2015. “The Experiences of Pupils with SEN and Their Parents at the Stage of Pre-Transition from Primary to Post-Primary School.” European Journal of Special Needs Education 31 (1): 44–58. doi:10.1080/08856257.2015.1087128.
   Web of Science ®Google Scholar
• Smyth, E. 2016. “Social Relationships and the Transition to Secondary Education.” The Economic and Social Review 47 (4): 451–476.
   Web of Science ®Google Scholar
• Smyth, E., A. Dunne, S. McCoy, and M. Darmody. 2006. Pathways through the Junior Cycle: The Experiences of Second Year Students. Dublin: ESRI.
   Google Scholar
• Thornton, M., J. Williams, C. McCrory, A. Murray, and A. Quail. 2012. Design, Instrumentation and Procedures for the Child Cohort at Wave Two (13 Years). Dublin: Growing Up in Ireland National Longitudinal Study of Children.
   Google Scholar
• Tilleczek, K., and B. Ferguson. 2007. Transitions and Pathways from Elementary to Secondary School: A Review of Selected Literature. Toronto: Ontario Ministry of Education.
   Google Scholar
• West, P., H. Sweeting, and R. Young. 2010. “Transition Matters: Pupils’ Experiences of the Primary-Secondary School Transition in the West of Scotland and Consequences for Well-Being and Attainment.” Research Papers in Education 25 (1): 21–50. doi:10.1080/02671520802308677.
   Web of Science ®Google Scholar
• Whelan, C. T., D. Watson, B. Maitre, and J. Williams. 2015. “Family Economic Vulnerability and the Great Recession: An Analysis of the First Two Waves of the Growing up in Ireland Study.” Longitudinal and Life Course Studies: International Journal 6 (3): 230–244.
   Web of Science ®Google Scholar
• Williams, J., S. Greene, E. Doyle, E. Harris, R. Layte, S. McCoy, C. McCrory, et al. 2009. Growing up in Ireland National Longitudinal Study of Children. The Lives of 9 Year Olds. Dublin: Department of Children and Youth Affairs.
   Google Scholar
• Zhao, Y. 2019. “An Investigation of Experiences of Pupils with Autism Spectrum Disorders and School Provision during the Transition between Educational Phases in England.” Unpublished PhD Thesis, University of Northampton, UK.
   Google Scholar